Notan Mask Patterns

Submitted by: Lotte Petricone, Clarkstown Central School District, New YorkUNIT: Sculpture - DesignGrade Level: Middle School (adaptable to high school)
This is a follow up lesson to Notan Expanding the Square Collage

LESSON CAN BE ADAPTED TO HIGH SCHOOL USING CORRUGATED CARDBOARD (SEE LINK BELOW)

Rationale for Teaching Lesson:

Using the Notan collages students will create a paper mask that uses FORM and LINE

Lesson Objectives:

1. To use a collage as inspiration for the mask.

2. To learn about form and line.

3. To use a simple square and all the negative cuttings to create a mask.

4. To understand about symmetry and asymmetry, and the Principle of Design, Balance.

How the Standards are addressed in this lesson:

1. Creation of a Notan mask.

2. Understanding of paper sculpture as a medium.

3. View and respond to cultural masks - discuss purposes

4. Written Artist Statement about the collage and mask.

Click images below to see larger views

New York State Learning Standards:

Standard 1: Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.

Standard 2: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Standard 3: Students will respond critically to a variety of works in the arts, connecting the individual to other works and to respond to other aspects of human endeavor and thought.

Standard 4: Students will develop and understanding of the personal and cultural force that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Demo using a square and creating Form by cutting the bottom and top, overlapping the pieces to make it 3-D. Use clothespins to hold together while glue dries.

Demo various techniques: crimping and curling the paper.

Make flaps to be able to glue pieces on.

Independent Practice - Begin work on masks

Assessment Method: Verbal

Modifications:

Segment 2: Creation of mask, including development of rubric. (1 class)

Teaching Style:

Guided Practice Continue masks. After a day of work, develop rubric.

Independent Practice - Continue masks

Assessment Method: Verbal

Modifications:

Note: For National Standards 4, 5, and 6 - present a variety of cultural masks for discussion. Cultural masks can be presented before OR after the mask making process. Reflect on meaning and purpose of masks. Tie in masks of Japan and China - as well as many other cultures. Students can reflect on meaning and purpose of their own masks. For National Standard 6 - Bring in comprehensive arts (music, dance, drama), social studies and math concepts in discussions.

Segment 3: Independent work on masks (2-4 classes)

Teaching Style:

Guided Practice - Review masks

Independent Practice - Continue work on masks

Assessment Method: Verbal

Modifications:

Segment 4: Intro to Line and demo of painting (2-3 classes)

Teaching Style:

Guided Practice- Discussion of Line and demo painting techniques

Independent Practice - Paint masks

Assessment Method: Rubric and Reflective Questions. Look at the National Standards you want to emphasize and write up reflective questions.

Modifications: Students who lag behind could use markers to decorate their masks.

Assessment: Rubric

Period:

Excellent

Good

Adequate

Unsatisfactory

Score

Form

There is very clear Form in the mask – it is definitely 3-D because it has a lot of depth (15)

There is clear Form in the mask –because it has enough depth to make it 3-D (13)

There is just enough depth to make it 3-D and have Form in the mask (11)

There is not enough depth to make it 3-D and have Form in the mask (9)

Shape

Uses a variety of Shapes: it is very clear that there are many varieties of free-form and geometric shapes, including many different sizes (20)

Uses some variety of Shapes: it is clear that there are some varieties of free-form and geometric shapes, including some different sizes (18)

Uses a little variety of Shapes: there are a few varieties of free-form and geometric shapes, including a few different sizes (16)

Uses very little variety of Shapes: there are a many of the same free-form or geometric, and similar sizes (14)

Space

There is very creative use of negative Space within the mask and the positive Space added on around the square – it is very interesting to look at! (20)

There is some creative use of both negative Space within the mask and positive Space added on around the square – it is pretty interesting to look at! (18)

There is use of both negative Space within the mask and positive space added on around the square – it is sort of interesting to look at, but could be more of either one or both kinds of Space! (16)

There is little use of both negative Space within the mask and positive Space added on around the square – it is not very interesting to look at, and needed more work (14)

Line

There is a very interesting design painted on the mask using a large Variety of Line, and all 5 kinds can be seen easily (15)

There is a pretty interesting design painted on the mask using some Variety of Line, and all 5 kinds can be seen, but we might have to look a bit (13)

There is a design painted on the mask using little Variety of Line, and all 5 kinds can be seen, but we have to look kind of hard – and it is not all that interesting (11)

There is little thought evident in the design painted on the mask using very little Variety of Line, and/or not using all 5 kinds of line – it is a bit boring to look at (9)

Color

There is clearly a lot of thought put into the Color of the design, using Variety of Color, making it very interesting to look at (10)

There is clearly some thought put into the Color of the design, using some Variety of Color, making it pretty interesting to look at (8)

There is little evidence of thought put into the Color of the design, using only a little Variety of Color, making it not that interesting to look at (7)

There is no evidence of thought put into the Color of the design, and/or using almost no Variety of Color, making it very boring to look at (6)

Cutting

The cutting is smooth everywhere and there are almost NO jagged edges (10)

The cutting is pretty smooth almost everywhere and there only a few jagged edges (8)

The cutting is a bit rough in many spots with several jagged edges (7)

See the
Cardboard masks from Santa Rosa Junior College
Project 4 3D NOTAN MASK by John Watrous:
1. Cut a perfect square of cardboard, about 12-14" (30.5 x 35.5 cm) square (turn the square like a diamond)
2. Score and fold this square from corner to corner
3. Using ideas, simplified from your work with Notan activities done earlier, but without such tight limits, make an ATHROPOMORPHIC MASK with some movable parts.

3. Choosing and evaluating a range of subject matter, symbols, and ideas

4. Understanding the visual arts in relation to history and cultures

5. Reflecting upon and assessing the characteristics and merits of their work and the work of others

6.

Making connections between visual arts and other disciplines

Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work

Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

Students know and compare the characteristics of artworks in various eras and cultures

Students compare multiple purposes for creating works of art

Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

Students describe and place a variety of art objects in historical and cultural contexts

Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry

Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Students select and use the qualities of structures and functions of art to improve communication of their ideas

Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures